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The Programme: The main focus of this programme is to ensure all participants increase their confidence and capability in the core skills and responsibilities of an effective school leader. The course will empower participants to develop a strong network to support them as Headteachers.

Participants are assessed through a written assignment to ensure that they have reached the qualification requirements, plus a viva interview to assess them against the more challenging Ambition bar.

The programme comprises a series of training sessions, along with pre- and post-reading, a nine-day school placement and an in-school impact project.

The sessions cover six core areas:

• Leadership skills for Headteachers 
• School self-evaluation and school improvement planning 
• School culture and vision 
• Operational management of a school including finance and HR 
• Teaching, learning and curriculum 
• Pastoral leadership

In order for both aspiring and serving Headteachers to receive their qualification, they will need to complete the project element of this qualification successfully. This is in two parts:

• Lead a change programme at whole-school level, lasting at least two terms, to improve pupil progress and attainment. They will need to present the plan to their LGB prior to implementation and gather their feedback.
• Undertake a placement in a contrasting school (for example, by performance, pupil profile, geography), lasting at least nine working days.

Therefore it is essential that the school understands the level of support they will need to put in place when they are placing participants on the programme.

ETSA have worked with partners from across REAch2 to update the Newly Qualified Teacher (NQT) Programme and bring it in line with current practices and expectations. The NQT Programme is designed to support the first step of a teacher’s developmental journey and is underpinned by the REAch2 Touchstones to deliver our aim of ‘exceptional opportunities for learning’. It is a valuable opportunity for NQTs to discuss their practice with peers and experienced professionals, and to find valuable space for reflection. Each session focuses on developing teachers’ knowledge of a particular curriculum area or aspect of pedagogy; it is in the integration of developing understanding of practice, pedagogy and seeing it in action that defines the programme.